P1 (i) Pupils encounter activities and experiences. They may be passive or resistant. They may show simple reflex responses, for example, startling at sudden noises or movements. Any participation is fully prompted.
P1 (ii) Pupils show emerging awareness of activities and experiences. They may have periods when they appear alert and ready to focus their attention on certain people, events, objects or parts of objects, for example, turning briefly towards fast-moving group activity. They may give intermittent reactions, for example, sometimes turning away from people or objects moving close to them.
P2 (i) Pupils begin to respond consistently to familiar people, events and objects. They react to new activities and experiences, for example, showing surprise when moving into an outdoor environment. They begin to show interest in people, events and objects, for example, patting at footballs brought towards them. They accept and engage in coactive exploration, for example, moving about in the swimming pool with the support of a member of staff.
P2 (ii) Pupils begin to be proactive in their interactions. They communicate consistent preferences and affective responses, for example, smiling in dance or movement activities. They recognise familiar people, events and objects, for example, gesturing or vocalising in a particular way on arrival at the poolside. They perform actions, often by trial and improvement, and they remember learned responses over short periods of time, for example, pushing away a ball when it is repeatedly rolled towards them. They cooperate with shared exploration and supported participation, for example, being guided in creating patterns of movement.
P3 (i) Pupils begin to communicate intentionally. They seek attention through eye contact, gesture or action. They request events or activities, for example, pointing to a particular piece of PE equipment. They participate in shared activities with less support. They sustain concentration for short periods. They explore materials in increasingly complex ways, for example, tapping one item of equipment with another. They observe the results of their own actions with interest, for example, dabbling their hands in the swimming pool and attending to the effects. They remember learned responses over more extended periods, for example, bouncing up and down on a trampette.
P3 (ii) Pupils use emerging conventional communication. They greet known people and may initiate interactions and activities, for example, pushing a ball towards a peer or adult. They can remember learned responses over increasing periods of time and may anticipate known events, for example, beginning to move when the music starts. They may respond to options or choices with actions or gestures, for example, moving towards one outdoor activity rather than another. They actively explore objects and events for more extended periods, for example, moving around a space and encountering a range of objects or obstacles. They apply potential solutions systematically to problems, for example, reaching out a foot or a hand to intercept a moving ball.